Few studies have investigated the differences between poor readers/poor spellers (SRD) and good readers who demonstrate unexpectedly poor spelling skills (SSD). Those that have done so have been mainly concerned with searching for psycholinguistic similarities and differences. This dissertation project is believed to be the first comparison of the two disorders on a task that did not involve the use of alphanumeric stimuli. From a review of neuropsychological and language arts research into reading and spelling failure, it was hypothesized that both SSD and SRD might be differentiated from good reader/superior spellers (GRS) by their responses to a line orientation task which had been proven to be a valid indicator of right hemisphere function. A previous study had found that this task, presented concurrently with right or left hand tapping, discriminated between good and poor Native Indian readers (Stellern, Collins, Cossairt & Gutierrez, 1986). The theoretical underpinning of the current study suggested that these results may have been more closely related to spelling than reading ability. Empirical support for this hypothesis was sought by comparing the performance of SSD, SRD and GRS early adolescents on the concurrent tapping-line orientation judgement task. The data supported this hypothesis in that the SSD and SRD groups differed from the GRS group in demonstrating significantly more tapping interference in the right hand condition. Unexpectedly, however, all three groups performed similarly with respect to rate and accuracy in judging line orientation. As these results were ambiguous as to whether the right hand tapping interference experienced by the poor spellers was the result of differences in hemisphere processing of spatial stimuli, other possible explanations are considered in the discussion. / Graduate

The present study was undertaken as a comparison of two, methods of learning the spelling and meanings of words. It was specifically concerned with the incidental learning of the spelling and meanings of words as a result of seeing and writing them in context. The central problem as finally established was: Do pupils, learning by a method designed to develop spelling ability, also learn the meanings of the words so studied? Do students, learning by a method designated to develop vocabulary ability, also -learn the spelling of the words so studied? To attempt a study of this problem, eighty words, selected from among a list of words most needed to be taught to the experimental group, were chosen as the subject matter of the experiment. Two groups worked with the same eighty words. The material was presented to the pupils in the form of worksheet type lessons. These work-sheets served not only to control the time factor and to practically eliminate the teacher variable, but also as a means of introducing the experimental variable in the learning situation. Group A, learning by a method designed primarily to develop spelling ability, utilized a good standard spelling method based on the practice recommended by Arthur I. Gates and used by him and his co-authors in 'The Canadian Pupils' Own Vocabulary Speller'. Group B, learning by a method designed primarily to develop vocabulary ability, used a method wherein they read numerous paragraphs and sentences containing the eighty words comprising the experimental material. The eighty words were presented in such a manner that the pupil met each of them five times at regular intervals throughout the course of the experiment. Each time a word was met the pupil was required to look at it and write it in a contextual situation. At no time were the pupils of Group B informed that they were learning spelling or vocabulary—they were merely "working and playing with words". Eight grade seven classes in the junior high schools of New Westminster, B.C. acted as experimental subjects. Data concerning chronological age, I.Q., and scores on author-constructed tests in spelling and word meaning were collected for each pupil. No significant difference appeared between the two groups in any of these measures. The reliability of the spelling test (r = .94) and the word meaning test (r = .88) was established by using a control group composed of six grade seven classes ( 170 pupils in all) from the adjoining municipality of Burnaby, B.C. The control group was given the tests on the opening day of the experiment and again on the closing day of the experiment, but received no instruction. At the close of the experiment the spelling and word meaning tests were again administered to the experimental groups as a basis for comparison of gains. Complete data in spelling and word meaning were available for 100 members of Group A and 107 members of Group B. The experiment, including pre-tests and post-tests in the subject matter, required two forty-minute periods per week for six weeks, while the experiment proper required eight forty-minute periods. [Rest of abstract omitted] / Education, Faculty of / Graduate

This paper is a study of the differences in orthography which are found in contrasting late seventeenth-century written English with that of today.

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Spelling is a tool by which one records his thoughts and ideas; therefore it is a vital part of life. To fulfill its task successfully, spelling must be accurate. Spelling is that tool by which the happenings of the past are revealed to the present and are preserved for the future. For any individual who attempts to transfer his thoughts and words by symbols onto paper, correct spelling is a prime essential. It follows, then, that to develop perfect habits of spelling in order that perfect transcriptions of thoughts might be made is the duty of the teacher. This duty has been attempted by teachers for many generations. But it is an established fact that the goal has not been reached, for there is a stupendous number of misspellings in the written work of students in high schools. Many methods have been advanced for correcting this incompetence in spelling; when these were tried, they have failed to secure the coveted goal. In some instances the cure has aggravated the disease. Successful abolishment of this handicap baffles the teaching profession. In a course in American pronunciation recently conducted at North Texas State College, the teacher presented the fact that there are factors in the English language which tend to become stumbling-blocks to the attainment of perfect spelling. For the first time it became evident to this writer that certain elements within the language might be the cause of the spelling problem. Therefore, the readings for this thesis were undertaken for the purpose of finding the logical causes for poor spelling habits and with the hope of discovering a workable remedy.

Thesis (M.A. (African Languages)) -- University of Limpopo, 2006 / Refer to the document

This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement. / Department of Elementary Education

Thesis (B.A. (Hons.)) - University of Queensland, 2005. / Includes bibliography.

A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.